Module 2A: Unit 1: Lesson 6

1. Module 2A: Unit 1: Lesson 6 World Cafe: Analyzing Sojourner Truth’s “Ain’t I a Woman?”

2. Agenda • Opening • Engaging the Reader: Vocabulary in “Equal Rights for Women” (5 minutes) • Review Learning Targets (3 minutes) • Work Time • Introduce “Ain’t I a Woman?” (7 minutes) • World Café: Analyzing “Ain’t I a Woman?” (25 minutes) • Closing and Assessment • Preparing for Summary Writing (5 minutes) • Homework • Write a summary paragraph of “Ain’t I a Woman?”

3. Materials • “Ain’t I a Woman?” by Sojourner Truth (one copy per student) • “Ain’t I a Woman?” Note-catcher (one per student) • “Ain’t I a Woman?” Note-catcher (for Teacher Reference)

4. Lesson Vocabulary • Racket • out of kilter • bear the lash • obliged to you

5. Opening: Engaging the Reader: Vocabulary in “Equal Rights for Women” (5 minutes) • Sit with your New York City Discussion Appointment partner and share your vocabulary homework • If you have the same words on your lists, verify each other’s definitions • Collect the homework

6. Opening: Review Learning Targets (3 minutes) • Read the learning targets: • I can analyze the development of a central idea in “Ain’t I a Woman?” • I can analyze the structure of a paragraph, including the role of particular sentences, in “Ain’t I a Woman?” • I can analyze Sojourner Truth’s perspective in “Ain’t I a Woman?” • They should look very familiar • You have worked on the same skills with Shirley Chisholm’s speech

7. Work Time: Introduce “Ain’t I a Woman?” (7 minutes) • You are going to analyze another speech, “Ain’t I a Woman?” by Sojourner Truth, in order to practice the skills they worked on in the past four lessons. • “Ain’t I a Woman?” (distribute) • Point out the title of the speech, the author, and the year it was given • Read along in your heads while Iread it aloud • Take 5 minutes to work with a partner to write the gist next to each paragraph

8. Work Time: World Café (25 minutes) • In the past few lessons you learned how to do the following: • Find the central idea and supporting details in a text • Analyze paragraph structure • Analyze author’s perspective • To analyze the “Ain’t I a Woman” text, you will focus on the same skills—this time in a “World Café.” • You will work in small groups to think about and discuss different questions • There will be three rounds; after each round, the groups switch according to the protocol

9. Work Time Continued… • Explain the protocol: • 1. Students are in groups of four. • 2. Each group selects a leader. The leader’s job is to facilitate the discussion and keep their group focused. • 3. The teacher says the focus question for this round. • 4. Students take 2 minutes of silence to independently review the text, think about the question, and take notes in their Note-catcher. • 5. The group discusses the question for Round 1 and adds to their notes for 4 minutes. • 6. The leader stays put; the rest of the group rotates to the next table. • 7. The leader shares the major points of his/her group’s discussion with the new group members. • 8. Each table selects a new leader. • 9. Repeat the process until students have had the chance to discuss each question

10. Work Time Continued… • Get in groups of four • “Ain’tI a Woman” Note-catcher (distribute) • Point to Round 1 on the Note-catcher. • Read the question aloud: • “Round 1: Finding the central idea and supporting details: According to Truth, what is the ‘fix’ that white men are in? What details does Truth use to support that idea?” • Take 2 minutes to reread the speech and take notes on the question for Round 1 • Read each question aloud before students begin a new round. • See “Ain’t I a Woman?” Note-catcher (for Teacher Reference) for sample notes • Debrief the World Café protocol by referring to the lesson’s learning targets • Suggested responses to each learning target are found in the “Ain’t I a Woman?” Note-catcher (for Teacher Reference)

11. Work Time Continued… • Reread the first posted learning target: • “I can analyze the development of a central idea in ‘Ain’t I a Woman?’” • Share the central idea in Truth’s speech • Refer to the “Ain’t I a Woman?” Note-catcher (for Teacher Reference) • Repeat with the second learning target: • “I can analyze the structure of a paragraph, including the role of particular sentences, in ‘Ain’t I a Woman?’” • Share what objection to women having rights Truth addressed and how each sentence in the paragraph contributes to Truth’s response. • Repeat with the third learning target: • “I can analyze Sojourner Truth’s perspective in ‘Ain’t I a Woman?’” • Share what Truth’s perspective is and what other viewpoints she acknowledged

12. Closing and Assessment: Preparing for Summary Writing (5 minutes) • Point to the box on their Note-catcher labeled Summary Preparation • It has the same elements as the Summary Writing graphic organizer that they used in Lesson 4, but it looks different • Because you have lots of experience writing summaries, the expectation now is that they can do it more independently. • “Based on what we have read so far, what might be the controlling idea for the summary?” • To think about the larger theme you have been studying of taking a stand. • Get started with the Summary Preparation box • For homework you will need to finish the summary preparation and write a summary paragraph of the speech. • Take your copies of the speech home with you

13. Homework • Finish summary preparation and write a summary paragraph of “Ain’t I a Woman?”